UNIVERSITI PUTRA MALAYSIA

ETHICAL ISSUES IN TRAINING PROGRAM: PERCEPTION, ETHICAL JUDGEMENT AND VALUES HELD BY TRAINERS IN TELEKOM

TRAINING CENTER (TTC)

MUJAHID BIN HAJI YUSOF

FPP 1998 83

Ethical Issues In Training Program: Perception, Ethical Judgement and Values Held by Trainers in Telekom Training Center CTTC)

Mujahid Bin Haji Yusof

Project Submitted as Partial Fulfillment of the Requirements for the Degree in Master in Science at the Department of Extension

Education, Faculty of Educational Studies Universiti Putra Malaysia

November 1998

It is certified that I have read and examined the project paper titled

"Ethical Issues in Training Program: Perception, Ethical Judgement and

Values held by Trainers in Telekom Training College (ITC)" by Mujahid bin

Haji Yusof. It is hereby certified that this project paper meets the conditions

and requirements of a Degree in Master of Science (Human Resource

Development).

r

SHAMSUDDIN BIN HAJ! AHMAD. Ed. D

Department of Extension Education Faculty of Educational Studies

Universiti Putra Malaysia

(Superv��r)

Date: .?::'!f.?.r��

ROSINAH BINTI JONED

Department of Extension Education Faculty of Educational Studies

Universiti Putra Malaysia

(Examiner)

Date: ?§N1.t ........ .

ACKNOWLEDGMENTS

In The Name of Allah, the Most Merciful and The Most Benevolence

All praise to Allah (s.w.t) for His Kind Guidance and Mercy , we are made

to be part of His vast creation . Peace and Blessings be upon His Prophet

Muhammad and the believers who followed His path to the Day of Judgement.

Praise to Allah , for the completion of this mini thesis.

I would like first and foremost to say thank you to my supervisor Dr.

Shamsuddin bin Ahmad for his always-mentoring attitude and guidance, not to

forget his encouragement and support until this very moment I'm writing the

acknowledgment.

My thanks to all the kind-hearted lecturers of the Department of Extension

Education. Their enthusiasm in transmitting knowledge and upholding the high

discipline of the academic standard deserves appreciation from the hungry seekers

of knowledge. Your knowledge and kindness pictures good example of an

academician who strives to make learning meaningful. Thank you also for the

support staff of the Department for without all of you our presence would be

meaningless.

My thanks to TIC for giving me the precious piece of information I need

for my mini thesis. The General Manager, Encik Alias Masod, Puan Mazenah the

AGM have given me all the support I need for my case study. I hope that this

ii

small study can contribute to the inspiring vision TIC aims to become a world

class training organization.

Not to forget the President of Universiti Telekom Malaysia (Universiti

Multimedia Telekom), Professor Dr. Ghauth Jasmon who without his support and

encouragement my study would not be smoothly going. Not to forget Dr Shahrin

Sahib, my Director in FOSEE (Center For Foundation Studies and Extension

Education) for his encouragement to complete this course.

My dearest mates in HRD course especially the Seremban gang who

without them the discussion group would be dull because of their always happy

mood. I will always remember the long distance drive of Melaka to UPM just to

be there with my lecturers and fellow friends.

Lastly, my deepest gratitude to my beloved wife Zuraida bt Husin for her

patience to bear with me the burden of completing the course, my beautiful three

children who in their young age offers their support by tolerencing my precious

hours with them. My father who has been my source of inspiration and to my late

mother who her spirit is alive in me has given me the strength I need to continue

this long journey.

MAY THE BLESSING OF ALLAH BESTOWED UPON US, AMIN

iii

TABLE OF CONTENTS

PAGE

ACKN'OWLEDGEMENT ... ........ ....... .................. ... ...... ....... 11

LIST OF FIGURE ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Jet

LIST OF T ABLES ......................................... . . . . . ....... ............. XII

ABBREVIATIONS ...... ... ...... .... ..... ...... ... ...... ... ...... .................. xiii

AII�1f�<:1r .•.••••••.•.•.•..•••.••.••••••.•.•.•.••.•.•••.•..•••••....•.•.•••.•..•.. Xl\,

ABST�K .................•............•..•....•........•..•....••................•.• xvii

CHAPTER

I INTRODUCTION

Background to the study . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 1

Training in Malaysian Context . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . 2

Ethical Practice . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Role and Function of Trainers . . .. . .. . . . . ..... . . . . . . .. ......... . . . 4

Challenging Role . .. ... . , .................... " ................. '" 5

Qualities of Trainers . .. .. . . . ... . ... .................. ....... .... ... 5

Statement of Problem .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 7

Objectives of Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Significant . . .. . . . ... . . .. . . .. . . . . " ..... ..... " . ...... .. ...... " . . . . . . . . . . . . ... 9

iv

Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Operational Definitions................................................... 12

Ethical Issues ... . . . ..... ...... .. . . ..... . .. . . . . . . . . .. . .. . .. .. . .. . ... . 12

Ethical Perception . .. .. . . . . . . . . . . .. . .. . . . . . . . . . . .. . . . . . . . . .. . . . . . ... 13

Values . ... . . .. .... . ..... ... ......... ... ... ...... .... ........ ... ...... 13

Ethical Calculation . .. . . ... ..... .... . .. .. .. . .. .. . .. ...... .... . . . ... 14

Organizational Perception .. .. . .. . . .... ........ . ... . . . .... . . ....... 15

II LITERATURE REVIEW

Telekom Training College (TIC) ........ ... . . . .. ... .. . .. .. . .... .... ... ... . 16

Organization Structure........ . .. . .. . .. . .. . . .. .. . .. . .. . .... .. .. . .. . .. .. .. .. . 17

TTC's Priorities.................. . .. ... . .. . .. . .. .. . . ..... . .. ... ... ... ... ... ... 17

Writing on TIC ... . .. ........ . . . ...... . .. . . . . . .... .. ...... . . . . . ...... . . .. ... .. 19

Ethical Concepts......... . . . . . . . . . . . . . . . . . . . .. .. ... . . . . ... ... . .. ... ... . . . .. ... 20

Framework. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 21

Moral Reasoning.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23

Issues in Ethics ... .. ... . ... .. .... .... . .. . . . . . . . . . . . .. . . ... .... ... . ... .. . . . . . . . . . 24

Qualities of Trainers ... . . . . . ... . .............................................. 27

Ethics and Transmission of Knowledge .... .... . . ........ .. . . ............. . . 28

Ethical Decision Making.. . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . ... 31

Market Ethic . . . . . .. ..... . . . . . . . .. .. ... . . .. .. . .. . . . . . ..... . . . . . ... . . .. 31

v

U tilitarianism .................................................... .... 32

Proportionalit y .. ....... " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .. . . . . .. 32

III METHODOLOGY

Introduction........ ...................................................... ........ 35

De sign . . . ... ... .. .. ... .. . .. . . ...... .. . . . . . . .... .. ... .. . . . .. . . ... . .. .. . . .. . . .. . .. . . 35

Population and S ample ...... ................... ............ " . . . . . . . . . . . . . . ... 36

Instrume nt .... ..... ...... ...... ... ....... ..... ......... ... ... ......... ...... ..... 38

Data C olle ction...... ........................................................... 39

Inte rv ie w ... ............ ................. ....... .......... ............... ..... ... 40

Data C olle ction......................... .... ....... ... . ........................ 42

First E ncounte r wit h CE O of TIC . . . . ..... ........................ 42

A rrange me nt of Inte rv ie w . . . . . ... . . . . . . . . . . . .. . . .. . . .... . . . . . . .. .. . . . 43

C limate of the Inte rv ie w ... .............. .. ................. ..... ...... 44

Phrasing Que stions ....... ................... .......................... 45

The A tmosphe re .... . . . .... . ..... . ................... ...... ...... . .... . 46

Re cording of Inte rv ie w .. . ..... ........... .......................... ... 47

Data Analysis ....... ..... ........... . .................... ..... ........... . ...... 48

Transcribing Data ............. ... .. " ........... " ................ , . . .. 49

C ate gorizing The me s . .. .......................................... 50

Limitation face by the re se arche r. . . . . . .. . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . .. 52

vi

Validity and Reliability. . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . .. . . . . . . . . . . . . . .. 53

Internal Validity ...... .... ............. ............................ .. . 54

Reliability ............. , . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. 55

External Validity.................................................... 55

Ethical Consideration . .. .. . .. . .. . .. . .. . .. .. . .. .. . . . .. . . .. .... .. . .. .. 56

IV FINDINGS

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . .. 58

Background of the Respondent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 58

TIC's Shift ... ...... ...... ..... ........... ...... .......... ...... ................ 60

Respondent's Reaction ........................ .................................. 61

Ethical Perception . . .. ... . . . . . ... .. .. . .. ..... .. . .. . .. . .. .. . . . . ... .. . . . . .. .. .. . . .. 64

What is Ethics? . ................. .......... ...... ................. ...... 64

Practice of Ethics ............... ..... ............ ............... ..... ... 66

Idealism .............. . .... .............................. .......... ....... 68

Training Needs ......... ........... ................ '" . . . ......... .. ..... . . . ...... 68

Organizational ........................... . ........ .. . ... . .. . . ... . ... . . . 68

Type of training ...................... ..... . . ..... ....................... 69

Personal/Organizational Need ................... .................... 70

Problems........................................................................ 71

Attitudinal............................................. .......... ..... 71

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Applicability .. . . . . . . . . . . . . .. . . . . . . .... . . . .. . . . . . .. . . . . . . . . . . . . . . . .... 71

Adaptation to New System . . . . . . . . .. . . . . . . . . . . .. . ....... . . .. . .. . . . . . 72

Participation .. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . .. . . . . 72

Levels . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Trainer's Ethical Role . . . . . . .. . . .. . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. .. . . 73

Ethical Duty . . , ......................................................... 73

Professional Duty .. . . . . . . . . . . . .. . . .. . . . . . .. . .... . . .. . . ... . . . . .. . ... . . . . 74

Interpersonal Commitment . . . . . . . .. . . . .. . . . . . . . . . . . . . . .. . . .... . . . . . . 74

Trainer's Personal Development . . . . . . . . .. . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . ... 75

Knowledge/Skill...... . . . ... ... .... .............. ...... ... ... ... ... ... 75

Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Caring . .. . .. . . . . .. . . . . .. . . . . .. . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . .. . . 76

Dedication . .. . . . '" ........ .... ...... ... .... ....... ......... .......... 76

Responsible . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .. . . . . ..... . . . . . . . .. . 77

Ethical Judgement... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . ... 78

Problems .. . . . . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 78

Designing . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . ... . . . . .. . . . . . . . . . . . . . . . . . .. . . . . 79

IV Summary, Conclusion, Discussion and Suggestions

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . 80

viii

Statement of Problem .. ..... .. .... . . ... ..... . . . ...... , . . . . . . . . . . . . . 80

Objectives of The Study........................................... 81

Methodology. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

The Findings.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Perception of Ethics and Interpretation . .. . . . . . .. . ... .. . . . . . . . . . . . 83

Training needs.. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . 83

Problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Trainers Personal Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 84

Ethical Judgement... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Conclusion . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Perception . .. . . .... . .... . . . . ..... .. . . ... ..... . . .. . . . . .. .... .... .. . ... . 87

Respondent's Perception....... ............................. 87

Ethical Duty to Perception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Training Process and Learning . . .. . . . . .. . . . .. ... ... .. . . .. . 91

Training Needs . ... . . .. .. . . .. . . .. . ... . .. .. ... .... ... .. . . ... . . 92

Training and Ethics ... .... .. . ..... . .... ... . .. .. ..... .. ... . . . 94

Understanding Learning .. . . ... .. . . ... . . .... . ... . . . " . . . . .. 95

Self Autonomy . .. .. .. ... .. . ... ....... . .. .... " . . . . . . . . .. . . .. 98

Moral Outcome in Teaching........................... . . . 102

Trainers as Leaders ... . ... ..... ..... . ... . ... ..... ..... . . .. . . . . . . . . . 104

ix

Ethical Leadership ......... ... ...... .... ... .. .. ..... ...... .... .... ... 108

Building Ethical Leadership .. ... ... ...... .... .... ... ... ....... ..... 109

Characteristic of Developed Trainer..... . . . . . . . . . . . . . . . . . . . . . . . . . 113

Ethical Judgement and Values . .... .... .. .. .. .. ... .. ... .... .. . , . . . . . . . . . . . .. 115

Practical or Ethical? .... ...... ..... ..... ....... ... ..... .. ...... .. ... 116

Consideration in Ethical Judgement . . . .. . . . . . . . . . . . . . . . . . .. . . . . .. 117

Values ... .... .... . .... .. .. ... ..... .. ...... .. .. . ... .. .. ...... '" ......... 119

Self Esteem . . . ..... .......... .... . ... .... .. . ... ... ... . ... ... ... .. ..... . 119

Summary . . . .................................................................... 121

Implication .............. ..... .. ... .... ... ..... .. ... ....... .... ....... . . ..... ..... 123

Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 124

Bibliography.......................................... ....... ....... ....... ... .... .. ... 127

Appendices .............................................................................. 131

x

Figure

LIST OF FIGURES

Page

The Process Trainers go through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

2 From Powerless to Power: Principle Centered Relationship.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

3 Alignment of Self, Others, Management and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 4

xi

LIST OF TABLES

Tables Page

1 Characteristic of Good Teachers. .............................. 6

2 Categorization of Themes. ' . . . . . . . . . . . . . . . . . . . . . . . . . . . . ' . ' . . . . . . 59

xii

ABBREVIATIONS

CEO

TMB

TTC

Chief Executive Officer

Telekom Malaysia Berhad

Telekom Training College

xiii

Abstract of Research Project submitted to the Department of Extension Education, Faculty of Educational Studies, Universiti Putra Malaysia in partial fulfillment of the requirement for the Degree of Master in Science

Ethical Issues in Training Program: Perception, Ethical Judgement and Values held by Trainers in Telekom Training

Center (TTC)

Supervisor Department

By

Mujahid Bin Haji Yusof

November 1998

Dr. Shamsuddin Bin AIullad Department of Extension Education, Faculty of Educational Studies

This case study was done in order to have an in-depth knowledge of

ethical issues in training program. The aims of the studies are related to

understand the perception of ethics held by the trainers and how they come to

make decision base on ethical calculation. The studies also aims at looking into a

deep understanding of the role of values in relation with ethical practice and the

way trainers deals with their clients. Methods to gain access to the information

were done through interviews with the trainers involved. From the interviews data

xiv

was analyzed according to their themes. Telekom Training College being an

established training institution for Telekom Malaysia Berhad was chosen to be the

sample of study. Trainers in TTC have long been engaged in technical, skill and

motiyational training program serving the parent company. However, in the

findings, ethical issues are still in vague to the perception of the trainers. It's

trainers perceived ethical issues on the surface of it, not in the depthness and the

intensity of the problem. It was also found that TTC's trainers were dedicated to

their work in pursuance of quality and professionalism. Ethics in the findings has

close association with being professional. The relationship of the two bears the

same characteristic, the only different is that being professional is driven strongly

by the organizational rule and procedures whereby being ethical is strongly driven

by intuition, integrity and values that one held as esteem.

The study also explored the dimension of learning, characteristic of trainer

and the concept of leadership in the training environment. Trainers in TTC are

committed to play the role of people who make others achieve their personal and

organizational role. This is indicated by their strong conviction of human relation

base on strong personality and interpersonal skill.

Problems faced by the trainers in TIC are conflict of values, lack of

integrity, participant's attitude and trainer's attitude toward achieving

organizational goal.

xv

To conclude, TTC's trainers are on their way to meet the challenging

market. The leadership's commitment to instill new customer's service culture

paves the way for better improvement of trainer'S role. Ethical issues will still be

the underlying element that grows with the growth of professionalism and the

quality culture. Accumulation of ethical judgement does not happen overnight but

it is a continuos process. TIC's trainers are quite close to bring the gap together.

xvi

Abstrak Projek Penyelidikan yang di kemukan kepada labatan Pendidikan dan Pengembangan, Fakulti, Pengajian Pendidikan, Universiti Putra Malaysia sebagai memenuhi sebahagian daripada keperluan untuk mendapat Ijazah Sarjana Sains.

Isu isu Etika dalam Program Latihan: Persepsi, Penilaian Etika dan Nilai sebagaimana yang dipegang oleh Jurulatih di Pusat

Latihan Telekom (TTC)

Penyelia Fakulti

Oleh

Mujahid Bin Haji Yusof

November1998

Dr. Shamsuddin Bin Ahmad Pengajian Pendidikan

Kajian in dibuat untuk mendapat satu maklumat yang mendalam tentang

isu etika dalam program latihan. Telekom Training College selaku Pusat Latihan

yang telah berkembang maju telah dipilih sebagai sample kajian. Kajian in juga

dibuat untuk memahami persepsi jurulatih terhadap isu etika dan pelaksanaan

etika dalam menjalankan tugas. Etika atau Moral ada hubung kait dengan nilai.

Kajian ini juga bertujuan mengenali apakah nilai yang telah dipegang oleh

jurulatih di TTC . lurulatih TIC telah banyak menjalankan kursus yang bersifat

xvii

teknikal, skill dan motivasi, walaupun demikian kajian ini telah mendapati

jurulatih TTC hanya memahammi etika dalam bentuknya di permukaan sahaja

dan tidak memahaminya seera mendalam dan meluas.

Kajian ini juga mendapati adanya kaitan yang rapat antara bersifat

profesional dan beretika. Ciri kedua duanya adalah sarna sahaja , bezanya ialah

Profesional banyak bergantong kepada organisasi untuk menggerakkan

perlaksanaannya manakala Beretika pula banyak bergantung kepada dalaman

yang bersifat intiutif dalam diri seseorang yang memiliki tanggungjawab yang

tinggi terhadap nilai nila etika. Kajian ini juga mendapati aspek pembelajaran, eiri

clri jurulatih dan sifat kepimpinan jurulatih di TTC mempunyai satu

tanggungjawab yang tinggi untuk merealisasikan cita cita peribadi serta keperluan

organisasi.

Masalab yang dihadapi oleh jurulatih ialah penentangan nilai, kurang

integeriti, sikap pembelajar dan sikap jurulatih sendiri untuk meneapai matlamat

organisasi yang digariskan.

Seeara ringkasnya pelatih di TTC sedang mengharungi arah tuju pasaran

latihan yang meneabar. Kepimpinan TTC berazam untuk memenuhi keperluan

pelanggan yang sekaligus menuntut tabap jurulatih yang kompeten. Dalam

mennuju ke arab tersebut semua masalah etika akan menjadi persoalan penting

demi untuk melahirkan profesionalisma yang tinggi dalam disiplin program

latihan.

xviii

CHAPTER I

INTRODUCTION

Background of the Study

Training is one of educational activities that provide skill, knowledge

and vocational needs. A trainer and training manager must realize in them

intrinsic goodness in order to make their training program a success one. The

researcher chooses to study in the context of ethical issues because it

incorporates the meaning of worthiness and relates itself to achieve the highest

benefit and minimize harmful effect to the training program. The researcher

believes that a training program requires a lot of element in order to produce

the best result. One of the important element is the ethical issues, which are

considered as the heart of the whole training activities, without it the training

program will not achieve to it's best standard especially when it will have a

strong impact over time. The impact could be injuries to the emotion of the

participant and the dignity of the trainer if ethical issues are left unattended.

Mason (1993, p.30) mentioned in his article that ethical issues is meat and

potatoes for consuming, digesting and assimilating not just menu of promises

and ideals. The researcher aim to get that digestive and assimilating

understanding in the pursuance to study ethical issues in training programs.

2

Many ethical elements are at stake in the world of training. Trainers do

involve a lot in decision making, assessing and interpersonal contact with the

client, engaging themselves in making the right and wrong decision and

encountering client will result the potential of breaching acceptable behavior

(Wooten and White 1983). Trainers will find themselves in an ethical dilemma

leading to the controversy of making the right ethical choice. The improper

behavior may occur at all stages of the training and development process and

that all these behaviors may range from very serious breeches of ethical codes

to unprofessional conduct and some simply careless act (ASTD) ( Clement ,

Pinto& Walker , 1978).

Training in Malaysian Context

In Malaysia training program offer� a wide range of needs. The

researcher's assumption in the Malaysian context is, training managers

perceive ethical issues by their own interpretation and could lacking of ethical

calculation to their pre, post and after training program activities. The

Malaysian trainers and training managers confine their scope of ethical

concern to the code of ethics and the "standing order." The researcher also

assume their lack of ethical principle could be due to some factors mainly

perception, values, miscalculation of ethical judgment and ethical policies.

The first, second and the third falls back to appreciation of intrinsic sense of

worthiness on the trainers and the third one falls back to the organization as

the main body that injects the ethical awareness in the members of the

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organization. The researcher chooses to study ethical issues in TTC's training

program for a better understanding of making a good ethical choices base on a

strong ground of ethical principles and practices. The study helps to pave the

way for ethics to play a more practical role in realizing a good training

program. As Brockett (1988, p. 9) put it " ... prescriptive guidelines merely

scratch the surface of understanding ethical practice, for they are only

concerned with outcomes and do not take into consideration the process

individuals go through in ethical decision making."

The Ethical Practice

In Malaysia the ethical codes of conduct is guided by "General Orders"

issued by the government plus other working ethics for trainers which deals

with the surface of ethical practice (Ibrahim, 1996). There has been complains

to the ethical conduct of professionals in Malaysia they are accused of

neglecting client's needs and have low respect to the customers. The reason

for such problem arises is because of values and ethical conduct, which seems

to be loosing its grip in guiding the professionals in Malaysia (Asnah, 1996).

Asnah quoted Ahmad (1992) to the ethical issue on the emphasis to have

"ethical thinking" in the professional line by using reasons and the experience

of the individuals and later on to be incorporated in a systematic and

structured system. The structured and systematic system would be the

determining factor that guides the conduct of the professionals. Tan (1996)

quoted a Chinese proverb to the importance of moral conduct that says,

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"Undisciplined nurturing is a teachers fault." The educator and trainers alike

does not only transmit knowledge but they are also responsible for training

good conduct. Quoting from the saying of Kong Zi (551-479 BC) in the article

··a good teacher is a thinker, a philosopher, a wise person, an advisor, a leader

and a cultivated individuals." In the Islamic educational philosophy an

educator, trainer or a teacher must possess a high degree of self respect, not

just to be modeled by the student or learner but also ultimately become the

followers of the educator and could be easily be taken as an exemplar and at

the same time a mentor that guides (Sha'ban ,1997)

The Role and Function of Trainers

Professional trainers play varieties of role base on the challenge they

face in decision-making. Decision-making for trainers requires a deep

understanding of the Human Resource's mission and planning (Chalofsky &

Reinhart ,1988). To become trainers is not just to train people but to analyze

need, planning and assessing. Seng (1994) named five roles to be played by

the trainers ideally:

1. Coordinator

2 . Specialized Trainer

.., Administrator j.

4. Analyzer of training needs

5. Chief Executives

PERPUST� UNlVERSiTI PUTRA MALAYSIA

Practically it is seldom that we find trainers with all the qualities that is fit for

the fiye tasks.

Challenging Role

Roles in a more detailed form according to Abu Daud, Ibrahim,

Jamilah and Shamsudin ( 1989) there are 12 roles trainers have to play

1. Strategist in his planning.

2. Managers in supervising and handling the training program

3 . Analyzer in the training needs

4. Designer for a training program

5 . Developer of contents and materials

6. Implementers of a training program

7. Facilitator for group discussion in class.

8. Councilor to guide and help the trainees.

9. Expert in Multimedia for instructional strategies.

10. Element of change as the initiator to change of attitude behavior or

skills

11. Evaluator to improvise future program

12. Researcher and a theorist to improve trainers approach and techniques.

Qualities of Trainers

There are guidelines where we can fall back to good qualities of a

trainer. In one of the guidelines to identify qualities of a good teacher, Tan